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Doing this research has given me a deeper understanding of how anxiety impacts students in school and what my role as an educator is in helping students overcome anxiety or anxiousness. Ultimately, students who suffer from anxiety should seek medical treatment such as CBT or in some cases medication. However, there are socioeconomic and cultural barriers to those resources for some students. Students may not have health insurance that covers CBT or medication. Students also may not feel comfortable talking about their mental health with family due to stigma and cultural norms related to mental health, therefore inhibiting their ability to seek treatment.

Because there are barriers to receiving medical treatment for anxiety, educators can and should implement classroom routines and lessons that aid in decreasing anxiety for all students in their care, not just those who have been diagnosed with an anxiety disorder. Lastly, educators must be committed to helping all students learn meaning we consistently need to confront how our own cultural norms, bias and privilege may be impacting our teaching.

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DWECK, C. (2014). Teachers’ Mindsets: “EVERY STUDENT HAS SOMETHING TO TEACH ME.” Educational Horizons, 93(2), 10–14. http://www.jstor.org/stable/24635455

In this article Carol Dweck shared insightful advice about the importance of having a growth mindset as a teacher. She wrote, "When you are in a fixed mindset, the child who has trouble learning something is a threat, a threat to your self-concept as a good teacher. In some cases, teachers just blame the child. Similarly, when you are in a fixed mindset, an unmotivated student or a disruptive student is a threat. But in a growth mindset, those students are challenges; they're opportunities to hone your skills, increase your understanding, and become a better teacher."

When educator's encounter students who are anxious, one way we can begin to help them succeed is by ensuring we have a growth mindset first. If our mindset is fixed, our own anxious feelings or insecurities may surface, which will only further inhibit our student's ability to thrive.

As a cognitive psychologist, Dweck's mindset theory is also a useful tool students could use to reframe their anxious thoughts and feelings. Their teacher could plan interventions where the growth mindset is taught and subsequent activities are planned to help students work on the cultivation of their growth mindset.

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What Can We Do to Help Anxious Students?

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What Can We Do to Help Anxious Students?

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Eisenberg, N., Valiente, C., & Eggum, N. D. (2010). Self-regulation and school readiness. Early Education and Development, 21(5), 681–698.

This article discussed research findings about the relationship between self-regulation (effortful control) and academic performance while also considering the role of maladjustment and relationships with peers and educators.

Effortful control is the, “The efficiency of executive attention—including the ability to inhibit a dominant response and/or to activate a subdominant response, to plan, and to detect errors” (Rothbart & Bates, 2006, p. 129). EC also encompasses regulation of emotion, behavior and attention. This study discussed the relationship between EC and internalized adjustment problems, INT, which includes anxiety. It is appropriate to think about anxiety in relation to EC because anxiety is, by definition, response to stimuli, which then influences behavior, emotion and attention. In summary, the ability to shift attentional control or shift thoughts from negative to positive and/or neutral, (using EC) could aid in avoiding anxiety inducing stimuli. The results of studies done about EC and INT vary across different demographics of students.

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A Closer Look at the Relationship Between Teacher Talk and Student Emotions

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A Closer Look at the Relationship Between Teacher Talk and Student Emotions

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Chen, G., Zhang, J., Chan, C. K. K., Michaels, S., Resnick, L. B., & Huang, X. (2020). The link between student‐perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom. British Educational Research Journal, 46(3), 631–652. https://doi-org.ric.idm.oclc.org/10.1002/berj.3600

In this study the researchers worked with 2,225 students (N7th grade = 1,146 and N8th grade = 1,079) from 16 middle schools in a city of China in order to examine, "the relationship between students’ perceptions of their teachers’ APT (Academically Productive Talk), student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom." ATP is a dialogic used by educators to allow students opportunities to think and respond intentionally. For example, an educator who uses ATP often pauses to allow for student input, questions and feedback while also giving students space to make meaning from their learning.

I found this study particularly helpful in thinking about practical ways (through talk) educators can help reduce anxiety in their classroom. As noted in this study, "According to the social-cognitive learning theory of Bandura (1986), teacher behavior in the classroom (e.g. cognitive modelling) is associated with students’ task performance. When students sense positive emotions such as enjoyment, interest and intrinsic motivation in their teachers, their task-relevant engagement and academic effort often increase (Deci & Ryan, 1985; , 2012; Ryan & Deci, 2000; Pekrun, 2006; Mainhard et al., 2018)." The findings of the study indicated  a positive relationship between student engagement and student-perceived teacher ATP. The study also concluded that there was a significant association between teacher ATP and student's emotions. This means that teacher ATP lead to higher enjoyment of the class and lower anxiety.

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Robertson, D. U., & Eisensmith, K. E. (2010). Teaching Students about Performance Anxiety: The Scratch Pad Pop-Up Model. Music Educators Journal, 97(2), 31–35. https://doi-org.ric.idm.oclc.org/10.1177/0027432109335078

In this article the author's specifically discuss tools to help student musicians reduce performance anxiety. However these tools could be implemented in a traditional classroom as well, especially leading up to a task such as a test or a presentation.

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         Anxiety in Adolescents: An Overview

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         Anxiety in Adolescents: An Overview

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Garcia, I., & O’Neil, J. (2021). Anxiety in adolescents. The Journal for Nurse Practitioners, 17(1), 49–53. https://doi.org/10.1016/j.nurpra.2020.08.021

The information in this article provided a solid foundation as to why addressing anxiety in students, as an educator is important. The definition provided of anxiety is, " the response of an individual to real or potential threats that can endanger their homeostasis." The article does not specifically discuss the role educators play in helping students cope with anxiety. However, it provided a broad understanding of what anxiety is, factors that contribute to  anxiety in adolescents and how to treat it. As stated in the article, " The Diagnostic and Statistical Manual of Mental Disorders (5th edition; DSM-5) includes 7 anxiety disorders seen in children: generalized anxiety, social anxiety, separation anxiety, panic disorder, agoraphobia, specific phobia, and selective mutism. Generalized anxiety disorder (GAD), separation anxiety, and social anxiety disorder (SAD) are the 3 most common adolescent anxiety disorders seen by primary care providers (PCPs)."

With GAD and SAD being most common in adolescents, both presumably negatively impact student's experience in education. Noted among many symptoms of anxiety were: difficulty concentrating, somatic issues such as stomach and/or head aches, and lack of self confidence. Though the article did not directly explore how these symptoms would impact a student in school, one can infer these symptoms would have negative implications for a student's experience in school.

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This video from UCSF Dept. of Psychiatry and Behavioral Sciences gave some great tips for helping adolescents manage anxiety and nervousness. Though not directly related to educators helping students cope with anxiety, some of these tips could easily be inventions implemented by educators in their classrooms.

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UCSF Dept. of Psychiatry and Behavioral Sciences

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Feeling Anxious? Ways for Children and Teens to Cope